Duaa M. Bani-Irshid1
, Dr. Abdullah M. Bani-Rshaid2
1 Master of Sport Science, Yarmouk University,
2 Associate Professor, Faculty of Arts and Social Sciences, Abu Dhabi
University, UAE
Abstract: The purpose of this study was to identify the effect of s port injuries on the level of confidence and
anxiety among athletes in different games. Participants were (121) athletes (M-81, F-40) were selected randomly
from different sports. Descriptive data was collected through the use of a questionnaire established by the
researcher, which included personal information (age, years of experience, gender and place of living), and a
questionnaire of psychological effect of sport which consisted of (50) items, divided into four subscales.
(Confidence, Anxiety, Physical abilities). The results showed relationship between sport injuries and physical
abilities in reducing or increasing injuries among athletes, also the results showed that self-confidence and anxiety
(trait, state) did not affect in increasing or reducing in percentage of injuries among athletes, meanwhile the results
showed a significant relationship between the effect of sport injuries and (self-confidence, anxiety and physical
abilities) among athletes in different games. A significant difference between male and female in favor of female in
trait anxiety, significant differences between trait anxiety and different sports a significant differences showed
between psychological variables and effect of sport injuries (between different sports, also a significant difference
between sport injuries and physical abilities according to sport variable; between basketball players and tennis
players in favor of basketball, and a significant difference between sport injuries and trait anxiety between football
players and basketball players in favor of basketball.
A Study of Competitive Sport Anxiety in Young Soccer PlayersIOSR Journals
Abstract : Competitive sport anxiety, is common in young soccer players, It is the state of uneasiness and
apprehension, about competitive sport events. Competitive sport anxiety is a distrustful response that takes
place when a player undermines his or her capability in dealing with demanding circumstances. Competitive
sport anxiety affects player’s ability to perform effectively in any sport competition. The purpose of the current
research is to evaluate the competitive sport anxiety difference between Fijian and I-Taukei young soccer
players. Participants consisted of sixty young soccer players ranging from ages 14 – 19 years who participated
in district youth soccer competition. A t-test was applied to measure the significance level between district level
young\ soccer players. The result of the study revealed that there is a significant difference between Fijian and
the i-Taukei players. The Fijian players had higher mean anxiety scores than the I-Taukei players. Findings
may assist coaches’ understanding of the degree to which competitive sports anxiety exists in sports.
Keywords: Soccer, Young Players, Sports Anxiety, Level of competition.
Level of Cognitive and Somatic Anxiety on Badminton Competitionijtsrd
Anxiety, as a negative emotional, affect perceptions in sport competitions, where a large majority of athletes consider anxiety to be debilitative towards performance, which may result in decreases in performance. The main purpose of this study was to examine the levels of anxiety of somatic and cognitive, before competition among badminton athletes. The instrument used for the study comprised of a 27 item Competitive State Anxiety Inventory-2. The sample consisted of 41 athletes, with categories of national, state, district and university athletes. The result showed the athletes representing their university exhibited higher cognitive and somatic anxiety levels than those in state and district categories, whereas national athletes showed the lowest level of cognitive and somatic anxiety. Sport psychologists, sport counselors and coaches should use the present findings to recommend coping strategies to university and district level athletes that are appropriate for dealing with their athletes' cognitive and somatic anxiety. Vincent Parnabas | Julinamary Parnabas | Antoinette Mary Parnabas "Level of Cognitive and Somatic Anxiety on Badminton Competition" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31231.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31231/level-of-cognitive-and-somatic-anxiety-on-badminton-competition/vincent-parnabas
Effects of Psychological Training on Mental Skills with Female Basketball Pla...IOSR Journals
Abstract: The purpose of this study was to examine the effect of a psychological skills training program on
psychological skills of female basketball players. These psychological skills consisted of imagery, relaxation,
focusing, refocusing, goal setting, competition planning, fear control, and stress reactions. The sample
consisted of 12 semi-elite female basketball players from Nasr team in Tehran city that purposely were
selected in 2014 (with the mean age of 23/58± 1/67 years old). All Subjects completed the OMSAT-3
questionnaire that has been confirmed by SanatyMonfared& et al. (2006) in Iran. After giving pre-test, the
subjects divided in two experimental and control group, and then 12-weeks interventions (including,
imagery, relaxation, goal setting, self-talk, and focus training) were done. After 12 weeks, the subjects of two
groups completed the OMSAT-3 questionnaire for post-test. Then, the data were analyzed with descriptive and
inferential statistics methods. The result of dependent t-test for comparing the pre-test and post-test scores
showed that there is a significant difference between scores of pre- and post-test of experimental group (t=
4/98, p<0/01). As a result, it is concluded that, these interventions have positive effects on subscales of
foundation skills, psycho-somatic skills, and cognitive skills from pre-test to post-test for experimental
group versus control group.
Key words: Psychological skills, Mental training, Imagery, Goal setting, OMSAT-3 Questionnaire, Basketball
Every athlete at some time during their athletic career has experiBetseyCalderon89
Every athlete at some time during their athletic career has experienced a physical injury that holds them back from partaking in the sport that they love, if it's from practice or competitive play it's a thing every athlete in the world wishes they could prevent. Even if you have been fortunate enough to train without a critical injury, all things considered, you know somebody who has had a physical injury that requires quite some time of professional rehabilitation before they can get back to training. These injuries and rehabilitation are regularly joined by abiding mental consequences, affecting the competitors' prosperity just as their probability of getting back to the sport. An anticipated result indicated that athletes with a high internal locus of control tend to recover faster than others. There is a fine line between being psychologically ready to return to a sport and being physically cleared for athletes with injuries. Some individuals possess specific personality traits that can forecast one's rate of psychological and physical recovery from an injury. This paper will elucidate the correlation between injuries' effect on mental health and the psychological health of an athlete.
When athletes at any level face an injury, it puts them in a dilemma on how to face adversity; the athlete either chooses to overcome and grow or fold and eventually wash out of the sport. When one experiences an injury, there is a tendency that the athlete will have more of a negative than positive impact on one's psyche. Athletes have tended to use various negative terms (e.g., anger, bitterness, confusion, depression, fear, frustration, helplessness, shock) to characterize their emotions after injury (W. Brewer, 2017). Evidence shows that athletes who report higher levels of emotional disturbance after sustaining an injury than before being injured and that athletes with injury tend to report higher levels of emotional disturbance than athletes without injury (M. Rice, 2016).
Relationship Between Stress and Injury
Stress is a broad term; many underlying factors come into play, such as anxiety and depression. Furthermore, when stress (psychological, academic, training, or performance-related) overloads an athlete's stress-coping ability, the susceptibility to performance decrement increases, as does the risk of injury and illness (J. Hamlin, 2019). Those who have a high-stress factor in their life are more likely to be prone to injury. When looking at stress-based injuries, there are two factors: muscle tension and attentional disruption. Attentional changes may include increased muscle tension, narrowing of the visual field, and increased distractibility, which may have a negative impact on the stress-injury response (L. Lavallee, 2019). A notable example to best relate to is Anderson and Williams stress injury model. According to this model, personality, coping resources, and history of stress have impacted competitors’ reaction to distressing at ...
Self-Confidence and Sport Book Chapter Summary barra113
This chapter discusses self-confidence in sport. It defines sport confidence as an athlete's certainty in their ability to succeed in their sport. High sport confidence is associated with benefits like enhanced coping, preparation, and focus. Imagery is identified as a key technique for developing sport confidence, as it involves visualizing competition scenarios. While research has found correlations between confidence and performance, limitations are noted regarding the reliance on self-reported data and focus on elite athletes.
This study examined the differences in sports competitive anxiety, self-concept, and self-confidence between female players of team games and individual games at the All India University level. Data was collected from 120 female subjects aged 18 to 28 who were playing in the 2015-16 tournament. Tests were used to measure sports competitive anxiety, self-concept, and self-confidence. Results found team game players had significantly higher sports competitive anxiety and self-confidence than individual game players, but individual game players had significantly higher self-concept. High levels of anxiety in athletes can cause issues like illness, muscle tension, aggression, sleep problems and dropping out of sports.
State Anxiety between University and National Level Field Hockey Players: A C...IOSR Journals
Abstract: Anxiety is an important factor, which affects the performance in sports and games. Anxiety is
considered as an obstacle to activity. A person who suffers from anxiety is not able to devote his full energy in
the performance. The purpose of this study was to compare the level of state anxiety between university and
national level filed hockey players of Uttar Pradesh, India. For the purpose of this investigation 40 male
subjects (20 university and 20 national level players) were recruited as subjects of the study. Their age was
ranged from 17 to 25 years. To findout the level of anxiety of university and national level players, the state
anxiety test developed by Martens (1977) was administered on the subjects. The‘t’ test was employed to analyze
the data. Results have revealed that there was no significant difference found between university and national
level field hockey players in regard to state anxiety at 0.05 level of confidence.
Keywords: Field Hockey, National and State Anxiety, University
A Study of Competitive Sport Anxiety in Young Soccer PlayersIOSR Journals
Abstract : Competitive sport anxiety, is common in young soccer players, It is the state of uneasiness and
apprehension, about competitive sport events. Competitive sport anxiety is a distrustful response that takes
place when a player undermines his or her capability in dealing with demanding circumstances. Competitive
sport anxiety affects player’s ability to perform effectively in any sport competition. The purpose of the current
research is to evaluate the competitive sport anxiety difference between Fijian and I-Taukei young soccer
players. Participants consisted of sixty young soccer players ranging from ages 14 – 19 years who participated
in district youth soccer competition. A t-test was applied to measure the significance level between district level
young\ soccer players. The result of the study revealed that there is a significant difference between Fijian and
the i-Taukei players. The Fijian players had higher mean anxiety scores than the I-Taukei players. Findings
may assist coaches’ understanding of the degree to which competitive sports anxiety exists in sports.
Keywords: Soccer, Young Players, Sports Anxiety, Level of competition.
Level of Cognitive and Somatic Anxiety on Badminton Competitionijtsrd
Anxiety, as a negative emotional, affect perceptions in sport competitions, where a large majority of athletes consider anxiety to be debilitative towards performance, which may result in decreases in performance. The main purpose of this study was to examine the levels of anxiety of somatic and cognitive, before competition among badminton athletes. The instrument used for the study comprised of a 27 item Competitive State Anxiety Inventory-2. The sample consisted of 41 athletes, with categories of national, state, district and university athletes. The result showed the athletes representing their university exhibited higher cognitive and somatic anxiety levels than those in state and district categories, whereas national athletes showed the lowest level of cognitive and somatic anxiety. Sport psychologists, sport counselors and coaches should use the present findings to recommend coping strategies to university and district level athletes that are appropriate for dealing with their athletes' cognitive and somatic anxiety. Vincent Parnabas | Julinamary Parnabas | Antoinette Mary Parnabas "Level of Cognitive and Somatic Anxiety on Badminton Competition" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31231.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31231/level-of-cognitive-and-somatic-anxiety-on-badminton-competition/vincent-parnabas
Effects of Psychological Training on Mental Skills with Female Basketball Pla...IOSR Journals
Abstract: The purpose of this study was to examine the effect of a psychological skills training program on
psychological skills of female basketball players. These psychological skills consisted of imagery, relaxation,
focusing, refocusing, goal setting, competition planning, fear control, and stress reactions. The sample
consisted of 12 semi-elite female basketball players from Nasr team in Tehran city that purposely were
selected in 2014 (with the mean age of 23/58± 1/67 years old). All Subjects completed the OMSAT-3
questionnaire that has been confirmed by SanatyMonfared& et al. (2006) in Iran. After giving pre-test, the
subjects divided in two experimental and control group, and then 12-weeks interventions (including,
imagery, relaxation, goal setting, self-talk, and focus training) were done. After 12 weeks, the subjects of two
groups completed the OMSAT-3 questionnaire for post-test. Then, the data were analyzed with descriptive and
inferential statistics methods. The result of dependent t-test for comparing the pre-test and post-test scores
showed that there is a significant difference between scores of pre- and post-test of experimental group (t=
4/98, p<0/01). As a result, it is concluded that, these interventions have positive effects on subscales of
foundation skills, psycho-somatic skills, and cognitive skills from pre-test to post-test for experimental
group versus control group.
Key words: Psychological skills, Mental training, Imagery, Goal setting, OMSAT-3 Questionnaire, Basketball
Every athlete at some time during their athletic career has experiBetseyCalderon89
Every athlete at some time during their athletic career has experienced a physical injury that holds them back from partaking in the sport that they love, if it's from practice or competitive play it's a thing every athlete in the world wishes they could prevent. Even if you have been fortunate enough to train without a critical injury, all things considered, you know somebody who has had a physical injury that requires quite some time of professional rehabilitation before they can get back to training. These injuries and rehabilitation are regularly joined by abiding mental consequences, affecting the competitors' prosperity just as their probability of getting back to the sport. An anticipated result indicated that athletes with a high internal locus of control tend to recover faster than others. There is a fine line between being psychologically ready to return to a sport and being physically cleared for athletes with injuries. Some individuals possess specific personality traits that can forecast one's rate of psychological and physical recovery from an injury. This paper will elucidate the correlation between injuries' effect on mental health and the psychological health of an athlete.
When athletes at any level face an injury, it puts them in a dilemma on how to face adversity; the athlete either chooses to overcome and grow or fold and eventually wash out of the sport. When one experiences an injury, there is a tendency that the athlete will have more of a negative than positive impact on one's psyche. Athletes have tended to use various negative terms (e.g., anger, bitterness, confusion, depression, fear, frustration, helplessness, shock) to characterize their emotions after injury (W. Brewer, 2017). Evidence shows that athletes who report higher levels of emotional disturbance after sustaining an injury than before being injured and that athletes with injury tend to report higher levels of emotional disturbance than athletes without injury (M. Rice, 2016).
Relationship Between Stress and Injury
Stress is a broad term; many underlying factors come into play, such as anxiety and depression. Furthermore, when stress (psychological, academic, training, or performance-related) overloads an athlete's stress-coping ability, the susceptibility to performance decrement increases, as does the risk of injury and illness (J. Hamlin, 2019). Those who have a high-stress factor in their life are more likely to be prone to injury. When looking at stress-based injuries, there are two factors: muscle tension and attentional disruption. Attentional changes may include increased muscle tension, narrowing of the visual field, and increased distractibility, which may have a negative impact on the stress-injury response (L. Lavallee, 2019). A notable example to best relate to is Anderson and Williams stress injury model. According to this model, personality, coping resources, and history of stress have impacted competitors’ reaction to distressing at ...
Self-Confidence and Sport Book Chapter Summary barra113
This chapter discusses self-confidence in sport. It defines sport confidence as an athlete's certainty in their ability to succeed in their sport. High sport confidence is associated with benefits like enhanced coping, preparation, and focus. Imagery is identified as a key technique for developing sport confidence, as it involves visualizing competition scenarios. While research has found correlations between confidence and performance, limitations are noted regarding the reliance on self-reported data and focus on elite athletes.
This study examined the differences in sports competitive anxiety, self-concept, and self-confidence between female players of team games and individual games at the All India University level. Data was collected from 120 female subjects aged 18 to 28 who were playing in the 2015-16 tournament. Tests were used to measure sports competitive anxiety, self-concept, and self-confidence. Results found team game players had significantly higher sports competitive anxiety and self-confidence than individual game players, but individual game players had significantly higher self-concept. High levels of anxiety in athletes can cause issues like illness, muscle tension, aggression, sleep problems and dropping out of sports.
State Anxiety between University and National Level Field Hockey Players: A C...IOSR Journals
Abstract: Anxiety is an important factor, which affects the performance in sports and games. Anxiety is
considered as an obstacle to activity. A person who suffers from anxiety is not able to devote his full energy in
the performance. The purpose of this study was to compare the level of state anxiety between university and
national level filed hockey players of Uttar Pradesh, India. For the purpose of this investigation 40 male
subjects (20 university and 20 national level players) were recruited as subjects of the study. Their age was
ranged from 17 to 25 years. To findout the level of anxiety of university and national level players, the state
anxiety test developed by Martens (1977) was administered on the subjects. The‘t’ test was employed to analyze
the data. Results have revealed that there was no significant difference found between university and national
level field hockey players in regard to state anxiety at 0.05 level of confidence.
Keywords: Field Hockey, National and State Anxiety, University
TU Research Day Brandi Poster 2015.03.31Brandi Krieg
The injury rates in college athletes is high, with over half experiencing an injury in a single season. Psychological risk factors like stress have been linked to increased injury risk by causing muscle tension. This study examined whether self-reported stress and maladaptive coping predicted musculoskeletal injuries (MSI) in 245 college athletes. Questionnaires assessed stress and coping, while injuries were obtained from medical records. Logistic regression found no significant predictors of MSI, although high athletic stress trended toward increasing MSI risk. While psychological factors did not independently predict MSI in this study, injury prevention remains important given long-term health impacts of injuries sustained in college sports.
The Effects of a Psychological Skills Training Program on Mental Toughness of...QUESTJOURNAL
This study investigated the effects of an 8-week Psychological Skills Training (PST) program on the mental toughness of skilled female volleyball players. The experimental group underwent two 30-minute PST sessions per week focused on goal setting, relaxation, visualization, and self-talk. Their mental toughness was assessed before and after using the Sport Mental Toughness Questionnaire. The results showed a significant increase in confidence, constancy, control, and overall mental toughness for the experimental group compared to the control group. Thus, the PST program effectively improved the mental toughness of skilled female volleyball players.
A comparative study of sports competitive anxiety among playersSports Journal
The purpose of this study was to compare the level of sports competitive anxiety between college and
university of hockey player of Punjab. For the purpose investigation 40 male 40 female subjects
(Total=80, 40 colleges and 40 universities player) were selected as subjects of the study. Their age was
ranged 18 to 25 year. Find out competitive anxiety in college and university players. The sports
Competitive anxiety test developed by martens (1977) was administered on the subject ANOVA 2×2
factors design was applied on there was no significance difference found between college and university
level players of Punjab in regard to sports competitive anxiety at P<.01 level confidence.
Compratative Stady on Pre-Competition Anxiety between National and State Leve...IOSR Journals
This study compared pre-competition anxiety levels between national and state-level female athletes in India. 25 national athletes and 25 state athletes completed a sport competition anxiety questionnaire. Results showed national athletes had significantly lower anxiety than state athletes, with mean anxiety scores of 17.6 and 20.08 respectively. National athletes likely had less anxiety due to greater experience competing, better training, and past success compared to state athletes. The study concluded that experience and ability to manage emotions under pressure contributes to lower pre-competition anxiety in elite national athletes versus state-level athletes.
Soccer players mental health & Games required to .docxlillie234567
Soccer players' mental health & Games required to play
Martin Beshara
DR. Kota & DR. Brown
Senior Project
APSM- 4315
Introduction
Football has been referred to as "more than just a game." Footballers thus experience psychological suffering despite having great athletic performance. In support of this, more than 25% of professional footballers have signs of sadness and anxiety (Gouttebarge, 2014). In the extremely stressful atmosphere of football, where emotional experiences are intertwined with numerous performance-related factors, aggravating negative emotions can have longer-lasting negative effects. But when does mental discomfort start?
Although professional football is a common career goal for young guys, there is little chance that it will ever happen. Professional football teams sign players as young as 8 years old, and they terminate their contracts up to even when they become 12 years old. The fortunate players are then offered two-year contracts, but between the ages of 14 and 16, players must persevere under pressure to secure a three-year deal. Because professional sports contracts are so hard to get and keep, the pressure that competitive athletes experience may exacerbate their psychological anguish. Although we don't know how common psychological anguish is among young football players, we do know that teenagers can also face mental health problems.
One of FIFPRO's top priorities is raising awareness of the mental health challenges that players in today's game face. The ability to accurately diagnose and treat mental health issues with the same dedication and care as physical illnesses is crucial. Although they are not usually evident, mental health problems can show themselves in many different ways, from anxiety and depression to insomnia, and each of these can have a negative effect on a player's personal and professional life.
Playing too many games is one of the primary concerns with the current soccer environment. There are few opportunities for actual rest because international competitions break conflict with the club seasons of the players. For example, players in the Premier League, La Liga, and Bundesliga frequently do not have access to the same breaks as those in more privileged leagues. Clubs and international teams occasionally require a player to aid them in achieving their objectives.
FIFA proposed holding the World Cup every two years in an effort to increase revenue and "expand the game." In preparation for the 2026 World Cup, FIFA recently increased the number of participating teams to 48. The problem with every two years World Cup might need its own discussion. But with more games available, gamers would be under a lot of stress. In between World Cup years, the majority of players on top European teams participate in continental tournaments like the European Championship or Copa América.
To prevent burnout, players and coaches are requesting a cap on the number of "back-to-back" games. Nearly 9.
The document discusses research on athlete burnout and dropout in adolescent rugby players. It aims to investigate why players play rugby and what they seek from coaches, and to understand burnout symptoms to hypothesize ways to keep players engaged. Burnout results from chronic stress and unfulfilled needs for autonomy, competence, and relatedness. Satisfying these needs through coaching support and feedback can foster self-determined motivation and reduce burnout symptoms like exhaustion and devaluation.
1Soccer players mental health & Games required to play.docxdurantheseldine
1
Soccer players' mental health & Games required to play
Martin Beshara
DR. Kota & DR. Brown
Senior Project
APSM- 4315
2
Introduction
Football has been referred to as "more than just a game." Footballers thus experience
psychological suffering despite having great athletic performance. In support of this, more than
25% of professional footballers have signs of sadness and anxiety (Gouttebarge, 2014). In the
extremely stressful atmosphere of football, where emotional experiences are intertwined with
numerous performance-related factors, aggravating negative emotions can have longer-lasting
negative effects. But when does mental discomfort start?
Although professional football is a common career goal for young guys, there is little
chance that it will ever happen. Professional football teams sign players as young as 8 years old,
and they terminate their contracts up to even when they become 12 years old. The fortunate
players are then offered two-year contracts, but between the ages of 14 and 16, players must
persevere under pressure to secure a three-year deal. Because professional sports contracts are so
hard to get and keep, the pressure that competitive athletes experience may exacerbate their
psychological anguish. Although we don't know how common psychological anguish is among
young football players, we do know that teenagers can also face mental health problems.
One of FIFPRO's top priorities is raising awareness of the mental health challenges that
players in today's game face. The ability to accurately diagnose and treat mental health issues
with the same dedication and care as physical illnesses is crucial. Although they are not usually
evident, mental health problems can show themselves in many different ways, from anxiety and
depression to insomnia, and each of these can have a negative effect on a player's personal and
professional life.
3
Playing too many games is one of the primary concerns with the current soccer
environment. There are few opportunities for actual rest because international competitions break
conflict with the club seasons of the players. For example, players in the Premier League, La
Liga, and Bundesliga frequently do not have access to the same breaks as those in more
privileged leagues. Clubs and international teams occasionally require a player to aid them in
achieving their objectives.
FIFA proposed holding the World Cup every two years in an effort to increase revenue
and "expand the game." In preparation for the 2026 World Cup, FIFA recently increased the
number of participating teams to 48. The problem with every two years World Cup might need
its own discussion. But with more games available, gamers would be under a lot of stress. In
between World Cup years, the majority of players on top European teams participate in
continental tournaments like the European Championship or Copa América.
To prevent burnout, players and coaches are requesting a cap on the nu.
College Athletes: MH relation to SP
BRADSHAW
1
College Athletes: Mental Health in Relations to Sports Psychologists
Research Topic Selection Assignment
Tia Bradshaw
Florida Agricultural and Mechanical University
PSY6064: PRO SEMINAR ADV PSY
Fall 2021
Tuesday, September 28, 2021
College Athletes: MH relation to SP
BRADSHAW
2
My Research/ Interests
My research involves the relationship between sports psychology counseling and how it
effects athletic performance. I aim to identify how effective sports psychology can be among a
college athletes’ mental health in terms of stress, depression, and anxiety and how that correlates
with their performance in their respective fields. Also, this study will examine how negative
internal factors such as anxiety, depression, and stress can be improved through a sports
psychologist, leading to possible higher levels of performance.
Research Questions
1. What is sports psychology and the benefits it has on college athletes?
2. How many college athletes are effected by negative mental health factors such as stress,
anxiety, and depression and what are the causes of them? (Can be assessed through self
surveys, interviews, etc.)
3. Do levels of performance differ depending on higher or lower levels of anxiety,
depression, and stress assessed?
List of Variables
1. Independent Variable
a. Sports Psychologist- College athlete relation
2. Dependent Variables
a. Progression of mental health factors (anxiety, depression, and stress)
b. Enhancement of performance levels
Methodological Approach
College Athletes: MH relation to SP
BRADSHAW
3
This study will rely on mixed methods that combine both qualitative and quantitative
data. This will allow a combination of interviews and statistics used in the study for the best
possible results.
Outline
Introduction
Sports Psychology (Section 1)
Sports Psychology: What is Sports Psychology? This section will discuss what sports psychology
is, how it can help athletes, and some reasons more individuals do not attend a sports
psychologist.
Foundational knowledge. Discuss the importance of sports psychology. What are positives
to it? What are negatives to not having a sports psychologist? Also how it can affect athletes
mentally as well.
• Look up statistics about the % of College athletes (overall from all levels of competition)
that have been to a sports psychologist vs. not going.
Athletes that Suffer from Mental Health Issues (Section 2)
Discuss an overall review of positive and negative levels of mental wellness in college athletes.
Anxiety, Depression, and Stress. This section will examine what may cause a college
athlete anxiety, depression, or stress and causes of them.
• Discuss feelings of athletes
• Examine why they continue to play or finish their sport
• Review statistics of college athletes that suffer from menta ...
Term paper for my Psychology 101 course at the College of Southern Nevada
(This SlideShare is exactly what the final product of my Psychology 101 sports psychology term paper looked like when I submitted it as a hard copy to my professor at the College of Southern Nevada, except for one thing: the Word document, which this SlideShare was downloaded from, contains the final draft of my psychology term paper which was last saved on November 28, 2011, the day before I submitted the paper as a final draft in hard copy format to my psychology professor. The difference between this SlideShare and the Word document that contains the final draft of my sports psychology term paper, compared to the final draft of my sports psychology term paper that I submitted to my professor in hard copy format is: the SlideShare and the Word document are both missing a title page, whereas, the final draft of my psychology term paper that I submitted to my professor contained a title page with my name, my professor's name, the name of the institution I wrote the paper for, the course and the section number I had written the paper for, and the date and term at the time my paper was written. I am unable to retrieve the title page that I created and saved in Word in 2011 when I was taking Psychology 101:017 at the College of Southern Nevada. Hopefully, I can eventually correct this problem and resubmit my psychology term paper on SlideShare in the exact form that it was originally like in November of 2011.)
This study examined the relationship between sports achievement motivation and sports competition anxiety in 20 interuniversity badminton players. A sports competition anxiety test and sports achievement motivation test were administered. The results found a significant negative correlation between achievement motivation and anxiety, indicating that players with higher anxiety tended to have lower achievement motivation, and vice versa. The researchers concluded that a player's level of motivation is influenced by their anxiety, and managing anxiety could help improve sports performance.
This document presents a study that explored how sport attire influences the thoughts, feelings, and performance of female athletes in aesthetic and endurance sports. The researchers conducted interviews with 8 female collegiate athletes from swimming, gymnastics, and dance. The results identified several themes: 1) Athletes experienced body dissatisfaction from the revealing nature of their uniforms and external pressures from coaches. 2) Revealing uniforms brought increased focus on physical appearance. 3) Coaches were a source of pressure that influenced athletes' body satisfaction. 4) Low body satisfaction carries health risks. 5) Athletes developed mindsets to cope with these challenges. The study provided insight into how sport attire impacts female athletes' cognitive, emotional, and performance
This document summarizes a study that explored psychological resilience in athletes who had recovered from a sports injury. It reviewed previous literature on resilience in sports and injury recovery. The study conducted semi-structured interviews with 6 previously injured male athletes to identify themes around protective factors that facilitated their successful return from injury. The interviews were analyzed using inductive thematic analysis to explore key themes. Seven higher-order themes emerged as protective factors in the injury recovery process: being motivated, having previous adversity experience, having support systems, using faith, being confident, being positive, and being focused. These findings added to previous research on resilience in Olympic athletes by specifically examining resilience in relation to sports injury recovery.
A comparative study on selective psychological variables among the team game ...Alexander Decker
The document summarizes a study that compared psychological variables like mental toughness between team game athletes and individual game athletes.
The study involved administering a mental toughness questionnaire to 80 intercollegiate athletes divided evenly between team games and individual games. It analyzed variables like self-confidence, motivation, attention control, goal setting, visualization, and attitude control.
The results found no significant differences in mental toughness or its sub-variables between team game and individual game athletes based on two-way ANOVA analysis. The study concluded that within its limitations, there was no significant difference in psychological variables measured between the two types of athletes.
[17 23]psychological evaluation of sports persons with disabilityAlexander Decker
1) The study compared the sensation seeking and anxiety levels of 15 cricketers and 15 sprinters with vision impairments who participated in national tournaments.
2) Psychological tests found that cricketers had significantly higher sensation seeking and anxiety than sprinters. This is likely due to the unpredictable nature of cricket compared to the more predictable track environment for sprinters.
3) The study concluded that there were statistically significant differences in sensation seeking and anxiety between cricketers and sprinters with vision impairments. Further research on psychological profiles of disabled athletes was recommended.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document discusses sport psychology and concussions. It provides an introduction to the field of exercise/sport psychology and how psychological interventions can improve physical performance. It then focuses on football and concussions, how sport psychology is leading efforts to better understand and prevent concussions through improved detection and treatment methods. It also examines case studies of NFL players and discusses characteristics and risks of concussions, especially in younger athletes. General information on concussion rates, risks, diagnosis, treatment recommendations and prevention strategies are also summarized.
[removed]EXAMPLE RESPONSE POSTORIGINALBefore taking this cl.docxlillie234567
[removed]
EXAMPLE RESPONSE POST
ORIGINAL:
Before taking this class, I never realized how important and beneficial it would be for an athlete's to directly work with a sport psychologist. Many athletes might be experiencing some type of anxiety before performing or depression as a result of losing games or not performing as expected. Both anxiety and depression should be addressed with the help of a professional to help them not only physically but also mentally. Moreover, according to the author, another symptom that should be treated by a professional if experienced is lethargy, which "may prevent sports participants from training" (Williams, J. & Krane, V., 2021). This symptom can lead athletes to experience negative effects on their technical and decision-making skills.
Furthermore, the book talks about many different areas that can potentially affect performance. For example, I never considered that the athlete's sexual orientation, eating disorders, or use of alcohol or other substances (for performance purposes or as a result of peer pressure and acceptance) could affect their performance. Moreover, romantic and family relationships, as well as anger and aggression control, can also affect athletes psychologically and result in chronic stress. Chronic stress can make athletes become distracted from their objectives and, as Cooks-Campbell wrote, "lead to harmful mental and physical health issues" ( Cooks-Campbell, 2022). Therefore, having a multidisciplinary team of professionals would add great value as they would help overcome any of these issues as well as assist them with their body Image, overtraining problems, and physical injuries. I look forward to seeing how the sports psychology field continues to conduct more studies.
References:
· Williams, J. & Krane, V. (2021)
Applied Sport Psychology: Personal Growth to Peak Performance (8th ed.) McGraw-Hill Education. pp. 210-223.
· Cooks-Campbell. (2022, February 7).
What Is Sports Psychology and Why Is It Important?What Is Sports Psychology and Why Is It Important? Retrieved December 13, 2022, from https://www.betterup.com/blog/sports-psychology
RESPONSE:
Hi Rosery,
I agree that as a sport psychologist helping an athlete come up with strategies to help combat their anxiety before a competition or depression after losing a game is highly important to building up their mental toughness. Williams and Krane (2021) discussed how building a trusting relationship with their athlete is instrumental to helping them achieve peak performance and strong mentalities, as well as when issues outside of their realm of expertise arise where they may need to refer their athlete to a specialized counselor. You mentioned how having a multidisciplinary team of professional would add value by helping the athlete overcome their issues of body image, overtraining and physical injuries, but what if the athlete does not want to talk to anyone beside their sport ps.
Estimation of competitive state anxiety among sprinters, jumpers and throwers...Sports Journal
The purpose of this study was to Estimation of Competitive State Anxiety among Sprinters, Jumpers and
Throwers inter- university female athletes. For achieving the purpose of the study, data was collected on
total 60 female athletes Sprinters: 20, Jumpers: 20 and Throwers: 20 were recruited as subject. The age of
all players range between 18 to 25 years. To check Pre-competitive anxiety of recruited subjects, The
Competitive State Anxiety Inventory 2 (CSAI-2) Martens, Vealey, and Burton (1990) questionnaire was
used. The questionnaire consisting of 3 dimensions: Cognitive Anxiety, Somatic Anxiety and Selfconfidence.
This study shows that Anxiety is required to measure the performance during competition.
The Statistical Package for the Social Sciences (SPSS) version 16.0 was used for all analysis. The
differences in the mean of each group for selected variable were tested for the significance of difference
by One-way Analysis of Variance (ANOVA). For further analysis Post-Hoc Test (LSD Test) was
applied. In all the analyses, the 5% critical level (p<0.05) was considered to indicate statistical
significance. The result shows that statistically significant differences were found with regard to Somatic
state anxiety among Sprinters, Jumpers and Throwers inter- university female athletes.
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
This document summarizes a research study that examined students' awareness of agritourism in Cavite, Philippines. The study utilized surveys to assess the knowledge of 300 college students regarding agritourism operations in Cavite and determine how their demographic characteristics related to their levels of awareness. Key findings were that students aged 20 and older who were in their first year of college and single demonstrated the highest levels of awareness. The study concluded there was a significant difference in awareness levels based on demographic groupings. It recommended future research and information campaigns to increase understanding and support of agritourism among students and address challenges facing the industry.
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The injury rates in college athletes is high, with over half experiencing an injury in a single season. Psychological risk factors like stress have been linked to increased injury risk by causing muscle tension. This study examined whether self-reported stress and maladaptive coping predicted musculoskeletal injuries (MSI) in 245 college athletes. Questionnaires assessed stress and coping, while injuries were obtained from medical records. Logistic regression found no significant predictors of MSI, although high athletic stress trended toward increasing MSI risk. While psychological factors did not independently predict MSI in this study, injury prevention remains important given long-term health impacts of injuries sustained in college sports.
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This study investigated the effects of an 8-week Psychological Skills Training (PST) program on the mental toughness of skilled female volleyball players. The experimental group underwent two 30-minute PST sessions per week focused on goal setting, relaxation, visualization, and self-talk. Their mental toughness was assessed before and after using the Sport Mental Toughness Questionnaire. The results showed a significant increase in confidence, constancy, control, and overall mental toughness for the experimental group compared to the control group. Thus, the PST program effectively improved the mental toughness of skilled female volleyball players.
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Compratative Stady on Pre-Competition Anxiety between National and State Leve...IOSR Journals
This study compared pre-competition anxiety levels between national and state-level female athletes in India. 25 national athletes and 25 state athletes completed a sport competition anxiety questionnaire. Results showed national athletes had significantly lower anxiety than state athletes, with mean anxiety scores of 17.6 and 20.08 respectively. National athletes likely had less anxiety due to greater experience competing, better training, and past success compared to state athletes. The study concluded that experience and ability to manage emotions under pressure contributes to lower pre-competition anxiety in elite national athletes versus state-level athletes.
Soccer players mental health & Games required to .docxlillie234567
Soccer players' mental health & Games required to play
Martin Beshara
DR. Kota & DR. Brown
Senior Project
APSM- 4315
Introduction
Football has been referred to as "more than just a game." Footballers thus experience psychological suffering despite having great athletic performance. In support of this, more than 25% of professional footballers have signs of sadness and anxiety (Gouttebarge, 2014). In the extremely stressful atmosphere of football, where emotional experiences are intertwined with numerous performance-related factors, aggravating negative emotions can have longer-lasting negative effects. But when does mental discomfort start?
Although professional football is a common career goal for young guys, there is little chance that it will ever happen. Professional football teams sign players as young as 8 years old, and they terminate their contracts up to even when they become 12 years old. The fortunate players are then offered two-year contracts, but between the ages of 14 and 16, players must persevere under pressure to secure a three-year deal. Because professional sports contracts are so hard to get and keep, the pressure that competitive athletes experience may exacerbate their psychological anguish. Although we don't know how common psychological anguish is among young football players, we do know that teenagers can also face mental health problems.
One of FIFPRO's top priorities is raising awareness of the mental health challenges that players in today's game face. The ability to accurately diagnose and treat mental health issues with the same dedication and care as physical illnesses is crucial. Although they are not usually evident, mental health problems can show themselves in many different ways, from anxiety and depression to insomnia, and each of these can have a negative effect on a player's personal and professional life.
Playing too many games is one of the primary concerns with the current soccer environment. There are few opportunities for actual rest because international competitions break conflict with the club seasons of the players. For example, players in the Premier League, La Liga, and Bundesliga frequently do not have access to the same breaks as those in more privileged leagues. Clubs and international teams occasionally require a player to aid them in achieving their objectives.
FIFA proposed holding the World Cup every two years in an effort to increase revenue and "expand the game." In preparation for the 2026 World Cup, FIFA recently increased the number of participating teams to 48. The problem with every two years World Cup might need its own discussion. But with more games available, gamers would be under a lot of stress. In between World Cup years, the majority of players on top European teams participate in continental tournaments like the European Championship or Copa América.
To prevent burnout, players and coaches are requesting a cap on the number of "back-to-back" games. Nearly 9.
The document discusses research on athlete burnout and dropout in adolescent rugby players. It aims to investigate why players play rugby and what they seek from coaches, and to understand burnout symptoms to hypothesize ways to keep players engaged. Burnout results from chronic stress and unfulfilled needs for autonomy, competence, and relatedness. Satisfying these needs through coaching support and feedback can foster self-determined motivation and reduce burnout symptoms like exhaustion and devaluation.
1Soccer players mental health & Games required to play.docxdurantheseldine
1
Soccer players' mental health & Games required to play
Martin Beshara
DR. Kota & DR. Brown
Senior Project
APSM- 4315
2
Introduction
Football has been referred to as "more than just a game." Footballers thus experience
psychological suffering despite having great athletic performance. In support of this, more than
25% of professional footballers have signs of sadness and anxiety (Gouttebarge, 2014). In the
extremely stressful atmosphere of football, where emotional experiences are intertwined with
numerous performance-related factors, aggravating negative emotions can have longer-lasting
negative effects. But when does mental discomfort start?
Although professional football is a common career goal for young guys, there is little
chance that it will ever happen. Professional football teams sign players as young as 8 years old,
and they terminate their contracts up to even when they become 12 years old. The fortunate
players are then offered two-year contracts, but between the ages of 14 and 16, players must
persevere under pressure to secure a three-year deal. Because professional sports contracts are so
hard to get and keep, the pressure that competitive athletes experience may exacerbate their
psychological anguish. Although we don't know how common psychological anguish is among
young football players, we do know that teenagers can also face mental health problems.
One of FIFPRO's top priorities is raising awareness of the mental health challenges that
players in today's game face. The ability to accurately diagnose and treat mental health issues
with the same dedication and care as physical illnesses is crucial. Although they are not usually
evident, mental health problems can show themselves in many different ways, from anxiety and
depression to insomnia, and each of these can have a negative effect on a player's personal and
professional life.
3
Playing too many games is one of the primary concerns with the current soccer
environment. There are few opportunities for actual rest because international competitions break
conflict with the club seasons of the players. For example, players in the Premier League, La
Liga, and Bundesliga frequently do not have access to the same breaks as those in more
privileged leagues. Clubs and international teams occasionally require a player to aid them in
achieving their objectives.
FIFA proposed holding the World Cup every two years in an effort to increase revenue
and "expand the game." In preparation for the 2026 World Cup, FIFA recently increased the
number of participating teams to 48. The problem with every two years World Cup might need
its own discussion. But with more games available, gamers would be under a lot of stress. In
between World Cup years, the majority of players on top European teams participate in
continental tournaments like the European Championship or Copa América.
To prevent burnout, players and coaches are requesting a cap on the nu.
College Athletes: MH relation to SP
BRADSHAW
1
College Athletes: Mental Health in Relations to Sports Psychologists
Research Topic Selection Assignment
Tia Bradshaw
Florida Agricultural and Mechanical University
PSY6064: PRO SEMINAR ADV PSY
Fall 2021
Tuesday, September 28, 2021
College Athletes: MH relation to SP
BRADSHAW
2
My Research/ Interests
My research involves the relationship between sports psychology counseling and how it
effects athletic performance. I aim to identify how effective sports psychology can be among a
college athletes’ mental health in terms of stress, depression, and anxiety and how that correlates
with their performance in their respective fields. Also, this study will examine how negative
internal factors such as anxiety, depression, and stress can be improved through a sports
psychologist, leading to possible higher levels of performance.
Research Questions
1. What is sports psychology and the benefits it has on college athletes?
2. How many college athletes are effected by negative mental health factors such as stress,
anxiety, and depression and what are the causes of them? (Can be assessed through self
surveys, interviews, etc.)
3. Do levels of performance differ depending on higher or lower levels of anxiety,
depression, and stress assessed?
List of Variables
1. Independent Variable
a. Sports Psychologist- College athlete relation
2. Dependent Variables
a. Progression of mental health factors (anxiety, depression, and stress)
b. Enhancement of performance levels
Methodological Approach
College Athletes: MH relation to SP
BRADSHAW
3
This study will rely on mixed methods that combine both qualitative and quantitative
data. This will allow a combination of interviews and statistics used in the study for the best
possible results.
Outline
Introduction
Sports Psychology (Section 1)
Sports Psychology: What is Sports Psychology? This section will discuss what sports psychology
is, how it can help athletes, and some reasons more individuals do not attend a sports
psychologist.
Foundational knowledge. Discuss the importance of sports psychology. What are positives
to it? What are negatives to not having a sports psychologist? Also how it can affect athletes
mentally as well.
• Look up statistics about the % of College athletes (overall from all levels of competition)
that have been to a sports psychologist vs. not going.
Athletes that Suffer from Mental Health Issues (Section 2)
Discuss an overall review of positive and negative levels of mental wellness in college athletes.
Anxiety, Depression, and Stress. This section will examine what may cause a college
athlete anxiety, depression, or stress and causes of them.
• Discuss feelings of athletes
• Examine why they continue to play or finish their sport
• Review statistics of college athletes that suffer from menta ...
Term paper for my Psychology 101 course at the College of Southern Nevada
(This SlideShare is exactly what the final product of my Psychology 101 sports psychology term paper looked like when I submitted it as a hard copy to my professor at the College of Southern Nevada, except for one thing: the Word document, which this SlideShare was downloaded from, contains the final draft of my psychology term paper which was last saved on November 28, 2011, the day before I submitted the paper as a final draft in hard copy format to my psychology professor. The difference between this SlideShare and the Word document that contains the final draft of my sports psychology term paper, compared to the final draft of my sports psychology term paper that I submitted to my professor in hard copy format is: the SlideShare and the Word document are both missing a title page, whereas, the final draft of my psychology term paper that I submitted to my professor contained a title page with my name, my professor's name, the name of the institution I wrote the paper for, the course and the section number I had written the paper for, and the date and term at the time my paper was written. I am unable to retrieve the title page that I created and saved in Word in 2011 when I was taking Psychology 101:017 at the College of Southern Nevada. Hopefully, I can eventually correct this problem and resubmit my psychology term paper on SlideShare in the exact form that it was originally like in November of 2011.)
This study examined the relationship between sports achievement motivation and sports competition anxiety in 20 interuniversity badminton players. A sports competition anxiety test and sports achievement motivation test were administered. The results found a significant negative correlation between achievement motivation and anxiety, indicating that players with higher anxiety tended to have lower achievement motivation, and vice versa. The researchers concluded that a player's level of motivation is influenced by their anxiety, and managing anxiety could help improve sports performance.
This document presents a study that explored how sport attire influences the thoughts, feelings, and performance of female athletes in aesthetic and endurance sports. The researchers conducted interviews with 8 female collegiate athletes from swimming, gymnastics, and dance. The results identified several themes: 1) Athletes experienced body dissatisfaction from the revealing nature of their uniforms and external pressures from coaches. 2) Revealing uniforms brought increased focus on physical appearance. 3) Coaches were a source of pressure that influenced athletes' body satisfaction. 4) Low body satisfaction carries health risks. 5) Athletes developed mindsets to cope with these challenges. The study provided insight into how sport attire impacts female athletes' cognitive, emotional, and performance
This document summarizes a study that explored psychological resilience in athletes who had recovered from a sports injury. It reviewed previous literature on resilience in sports and injury recovery. The study conducted semi-structured interviews with 6 previously injured male athletes to identify themes around protective factors that facilitated their successful return from injury. The interviews were analyzed using inductive thematic analysis to explore key themes. Seven higher-order themes emerged as protective factors in the injury recovery process: being motivated, having previous adversity experience, having support systems, using faith, being confident, being positive, and being focused. These findings added to previous research on resilience in Olympic athletes by specifically examining resilience in relation to sports injury recovery.
A comparative study on selective psychological variables among the team game ...Alexander Decker
The document summarizes a study that compared psychological variables like mental toughness between team game athletes and individual game athletes.
The study involved administering a mental toughness questionnaire to 80 intercollegiate athletes divided evenly between team games and individual games. It analyzed variables like self-confidence, motivation, attention control, goal setting, visualization, and attitude control.
The results found no significant differences in mental toughness or its sub-variables between team game and individual game athletes based on two-way ANOVA analysis. The study concluded that within its limitations, there was no significant difference in psychological variables measured between the two types of athletes.
[17 23]psychological evaluation of sports persons with disabilityAlexander Decker
1) The study compared the sensation seeking and anxiety levels of 15 cricketers and 15 sprinters with vision impairments who participated in national tournaments.
2) Psychological tests found that cricketers had significantly higher sensation seeking and anxiety than sprinters. This is likely due to the unpredictable nature of cricket compared to the more predictable track environment for sprinters.
3) The study concluded that there were statistically significant differences in sensation seeking and anxiety between cricketers and sprinters with vision impairments. Further research on psychological profiles of disabled athletes was recommended.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document discusses sport psychology and concussions. It provides an introduction to the field of exercise/sport psychology and how psychological interventions can improve physical performance. It then focuses on football and concussions, how sport psychology is leading efforts to better understand and prevent concussions through improved detection and treatment methods. It also examines case studies of NFL players and discusses characteristics and risks of concussions, especially in younger athletes. General information on concussion rates, risks, diagnosis, treatment recommendations and prevention strategies are also summarized.
[removed]EXAMPLE RESPONSE POSTORIGINALBefore taking this cl.docxlillie234567
[removed]
EXAMPLE RESPONSE POST
ORIGINAL:
Before taking this class, I never realized how important and beneficial it would be for an athlete's to directly work with a sport psychologist. Many athletes might be experiencing some type of anxiety before performing or depression as a result of losing games or not performing as expected. Both anxiety and depression should be addressed with the help of a professional to help them not only physically but also mentally. Moreover, according to the author, another symptom that should be treated by a professional if experienced is lethargy, which "may prevent sports participants from training" (Williams, J. & Krane, V., 2021). This symptom can lead athletes to experience negative effects on their technical and decision-making skills.
Furthermore, the book talks about many different areas that can potentially affect performance. For example, I never considered that the athlete's sexual orientation, eating disorders, or use of alcohol or other substances (for performance purposes or as a result of peer pressure and acceptance) could affect their performance. Moreover, romantic and family relationships, as well as anger and aggression control, can also affect athletes psychologically and result in chronic stress. Chronic stress can make athletes become distracted from their objectives and, as Cooks-Campbell wrote, "lead to harmful mental and physical health issues" ( Cooks-Campbell, 2022). Therefore, having a multidisciplinary team of professionals would add great value as they would help overcome any of these issues as well as assist them with their body Image, overtraining problems, and physical injuries. I look forward to seeing how the sports psychology field continues to conduct more studies.
References:
· Williams, J. & Krane, V. (2021)
Applied Sport Psychology: Personal Growth to Peak Performance (8th ed.) McGraw-Hill Education. pp. 210-223.
· Cooks-Campbell. (2022, February 7).
What Is Sports Psychology and Why Is It Important?What Is Sports Psychology and Why Is It Important? Retrieved December 13, 2022, from https://www.betterup.com/blog/sports-psychology
RESPONSE:
Hi Rosery,
I agree that as a sport psychologist helping an athlete come up with strategies to help combat their anxiety before a competition or depression after losing a game is highly important to building up their mental toughness. Williams and Krane (2021) discussed how building a trusting relationship with their athlete is instrumental to helping them achieve peak performance and strong mentalities, as well as when issues outside of their realm of expertise arise where they may need to refer their athlete to a specialized counselor. You mentioned how having a multidisciplinary team of professional would add value by helping the athlete overcome their issues of body image, overtraining and physical injuries, but what if the athlete does not want to talk to anyone beside their sport ps.
Estimation of competitive state anxiety among sprinters, jumpers and throwers...Sports Journal
The purpose of this study was to Estimation of Competitive State Anxiety among Sprinters, Jumpers and
Throwers inter- university female athletes. For achieving the purpose of the study, data was collected on
total 60 female athletes Sprinters: 20, Jumpers: 20 and Throwers: 20 were recruited as subject. The age of
all players range between 18 to 25 years. To check Pre-competitive anxiety of recruited subjects, The
Competitive State Anxiety Inventory 2 (CSAI-2) Martens, Vealey, and Burton (1990) questionnaire was
used. The questionnaire consisting of 3 dimensions: Cognitive Anxiety, Somatic Anxiety and Selfconfidence.
This study shows that Anxiety is required to measure the performance during competition.
The Statistical Package for the Social Sciences (SPSS) version 16.0 was used for all analysis. The
differences in the mean of each group for selected variable were tested for the significance of difference
by One-way Analysis of Variance (ANOVA). For further analysis Post-Hoc Test (LSD Test) was
applied. In all the analyses, the 5% critical level (p<0.05) was considered to indicate statistical
significance. The result shows that statistically significant differences were found with regard to Somatic
state anxiety among Sprinters, Jumpers and Throwers inter- university female athletes.
Similar to Effect of Sport Injuries on the Level of Confidence and Anxiety among Athletes in Different Games (20)
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
This document summarizes a research study that examined students' awareness of agritourism in Cavite, Philippines. The study utilized surveys to assess the knowledge of 300 college students regarding agritourism operations in Cavite and determine how their demographic characteristics related to their levels of awareness. Key findings were that students aged 20 and older who were in their first year of college and single demonstrated the highest levels of awareness. The study concluded there was a significant difference in awareness levels based on demographic groupings. It recommended future research and information campaigns to increase understanding and support of agritourism among students and address challenges facing the industry.
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Fatemah Nasser Alazemi
Public Authority for Applied Education and Training
English Department
English Language Teacher
Abstract: The whole world is becoming increasingly interconnected by all means. The COVID Pandemic has
affected all people all over the whole world regardless of race, gender, nationality, income, and levels of education.
Education was strongly affected by this health crisis, schools and universities were closed; thus teachers and
students had to abandon their physical classrooms and move to online education. Sustaining the quality of
education has become a challenge during this transitional time, and supportive environment was needed to focus
on learning and teaching.
Keywords: (Pandemic / E-Learning / Outbreak / Lockdown / Challenges / Impact)
Abdelmjeed A. H. Musa1
, Mohammed. A. Elshingeety2
Sudan University of technology and science, Faculty of higher studies, English Department (ELT Program)
Sudan University of Technology and Science Khartoum, Sudan
Abstract: Meaning conveyance is a fundamental goal in language teaching and learning. To accomplish this
essential goal, effective communication should be mastered in EFL classrooms. It is well known that
communication is divided into two forms; verbal communication and non-verbal communication. Non-verbal
communication is considered one of the most effective techniques in meaning conveyance. This study investigates
the effects of non-verbal communication in conveying meaning in EFL classrooms. Conveying meaning in foreign
language classes is a crucial issue because learning a language, whether native or foreign, cannot occur without
effective conveyance of meaning. In teaching English as a foreign language, meaning needs to happen within
levels, activities and functions. One of the most important activities is the presentation of new words and
structures. There are many ways of doing this. Examples of these include providing definitions, explaining the
meaning, giving example, miming, translation, synonyms and antonyms, and contextualization. A questionnaire
for EFL teachers was used as a data gathering tool. Later the responses of the participants were analysed.
Keywords: Nonverbal communication, meaning, English as a Foreign Language (EFL), Body Language facial
expressions.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Ammar Almutawa
PhD Candidate. School of Computer Science, College of Engineering and Physical Sciences, University of Guelph,
Canada
Abstract: Automated feedback systems have been associated with significant improvements in the outcomes for
learners in higher education. The advantages for learners are well reported, but surprisingly few articles have
investigated the advantages of automated feedback for instructors. This article reviews the use of feedback and
automated feedback systems in higher education to assist instructors to self-assess and to privately identify
potential improvements to their instructional practices. This article first describes how feedback is currently
provided in higher education settings and then discusses requirements, technology, and innovations needed to
create automated feedback systems for instructors. The proposed automated feedback system aims to assist
university instructors by providing suggestions and feedback that could help to self-examine their work privately
and immediately.
Keywords: Technologies Applied to Education, Feedback in Higher Education, Post-secondary Instructors,
Automated Feedback Systems, Performance, Evaluation and Assessment.
1
Formarejo Lance Ivan B,
2Omandac Kyle Benson L.,
3Ms. Irma B. Gatdula
Research Scholar 1, 2, Adviser3
Bachelor of Science in Hotel and Restaurant Management
De La Salle University- Dasmarinas College of Tourism and Hospitality Management
Abstract: This Study focuses on the impact of Covid 19 Pandemic on Filipino passenger’s cruise intention. The
purpose of the study is to identify what are the factors affecting the passenger’s intention to cruise in reference to
the health protocols set by CLIA or Cruise Lines International Association. To identify whether these factors vary
depending on the respondents’ demographic profile, a 4-point Likert scale is used in the research questionnaire to
be answered by the target respondents which are Filipino who has cruise experience with the age range of 21 years
old and above. The research questionnaire determines if there are significant difference between the passenger’s
intention to cruise during pandemic and the respondents profile based on its variables. With a total of 97
respondents, the results show the respondent’s demographic profile and determine whether age, gender, marital
status, monthly income, educational attainment and number of cruise experience has significant differences in
passenger’s intention to cruise. The findings also suggest what strategies can be proposed to attract Filipino cruise
ship passengers amidst COVID-19. The study identified that the only demographic profile of respondents that
shows a significant difference in their intention to cruise are people of 21 – 27 years old on onboard procedure,
people who are married and post graduate degrees. The study also identified that health protocols set by cruise
industry like Embarkation & testing, Onboard procedures, Medical & public health response and Shore
excursions has greatly affected the passenger’s intention to cruise.
Keywords: Cruise Ships, Impact of Covid 19 Pandemic, Intention to cruise, Health protocols.
Abstract: This paper assessed the effect of training and development on employee performance using Bank BIC as
the case study. The study focused on the objectives which sought to assess the effect of training and development
on employee performance at Bank BIC, to determine the training and development practices and purposes at
Bank BIC, and to determine the training and development policy at Bank BIC Namibia. A mixed research method
was used with a sample size of 35 respondents. The study found that the majority (59.09%) of the respondents
agreed that training and development are improving their job performance at the Bank BIC. The majority (50
percent) of the respondents strongly agree that training and development are important for growth at the Bank
BIC. The majority (54.55 percent) of the respondents agree that training and development have improved their
morale. The majority (50 percent) of the respondents on the job training is an efficient tool for learning new skills
and improving current skills. The majority (40.91 percent) of the respondents agree that the training and
development that employees received is relevant to their work. The majority (59.09 percent) of the respondents
indicated that there was no specific training schedule at the Bank BIC. The majority (59.09 percent) of the
respondents indicated that the objective of training and development at the Bank BIC is to improve performance.
The majority (86.36 percent) of the respondents indicated that Bank BIC uses on-the-job training and that the
training and development policy at Bank BIC entails involving all the employees in the training program and
making them aware of the objectives of the training program. The study recommended that Bank BIC's training
and development practices should be reviewed regularly, with an appropriate assessment of the organization's
needs and identification of individuals' skills, knowledge, and educational backgrounds. On the other hand, the
organization creates appropriate training methods for employees based on their abilities and educational
backgrounds. The training and development program should be related to the needs of the employees and should
be matched to the objectives of the organization and the training should be chosen based on a proper need
assessment. This allows the organization to determine whether employees are comfortable with their jobs and
work environments, as well as how they deliver quality service
1Ms Daniella Fernandes,
2Mr Gajanan (Amey) Karmali
Agnel Entrepreneurship Development Institute, Verna Goa
Abstract: The present study was undertaken to examine the Impact of Schemes Designed for Women in Goa on
their Self-Esteem and Psychological Well-Being. The sample consisted of women belonging from the age group 18-
40 years and above. These women belonged to the various talukas of Goa. The sample comprised of 1050 women.
The tools used in this study included Rosenberg Self-Esteem Scale developed by Morris Rosenberg and the Ryffs
Psychological Well-Being Scale developed by Carol Ryff. Data was analysed by incorporating the t-test and
ANOVA. The results have shown that women who have availed schemes have shown higher level of self-esteem.
Women who have not faced difficulties in applying for schemes have shown higher psychological well-being and
self-esteem. The studies also revealed that women who have received skill training, have their own business and
are employed in an organization show better psychological well-being and self-esteem in comparison to
housewives. Women who are employed show higher level of self-esteem and psychological well-being compared to
women who are unemployed
This document provides a comparative study of the new Universities Law (LU) of 2019 and the old Higher Education and Universities Council System (HEUC) law of 1993 in Saudi Arabia. Some key similarities between the laws include the Saudi government maintaining significant influence over public universities through the Universities Affairs Council. However, there are also important differences in the organizational and administrative structures outlined in the laws, and the LU provides public universities more freedom to diversify funding sources and gain financial independence from the government. The study aims to understand these similarities and differences by comparing articles between the two laws.
Dr. Amieyeofori Valentine Felix, PhD
ENERGYHUBNG.COM, 2022
Abstract: Public debts if secured and managed sustainably have been shown to boost economic growth and
development, especially for developing economies. Unfortunately, Nigeria’s increasing debt profile, has not been
managed efficiently and transparently to produce the desired economic benefits, but rather, as noted in this paper,
the country may be treading towards the threshold of debt unsustainability at debt to GDP ratio of 40%. The
country uses more than 90% of its revenue to service its debts, which, the paper noted has pushed the country into
debt distress, macroeconomic challenges- financial and currency crises, high unemployment, and extreme poverty
of nearly 50% of the total population. The paper thus proffered strategic policy recommendations, such as
reducing cost of government, switching to interest free debt instruments, and asset-linked securitization; removal
of fuel subsidies, and finally ensure transparent and ensuring public, parliamentary and creditors’ scrutiny of the
public debts.
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (233-253), Month: January - March 2022, Available at: www.researchpublish.com
Maribel L. Alegarbes1
Master Teacher, Carcar Central National High School, Carcar City Division, Philippines
maribel.alegarbes@deped.gov.ph
Abstract: This research aimed to determine the teachers’ level of knowledge and attitude, stressors and coping
mechanisms in handling learners with learning difficulties at Carcar City Division, Carcar City, Cebu for the
school year 2019 - 2020. The twenty (20) respondents were selected using universal sampling technique. Survey
and interview questionnaires were utilized to obtain the desired results of the study. Weighted mean, percentage,
Chi – square Test of Independence, Pearson r and Colaizzi’s Method of Analysis were used in analyzing the data.
Findings revealed that the teachers are moderately knowledgeable in handling learners with learning difficulties
mainstreamed in an inclusive classroom setting. Moreover, teachers in Carcar City Division strongly support the
integration of learners with learning difficulties in an inclusive classroom setting as shown in their positive attitude
in handling these types of learners. Additionally, the teachers considered high extent of usefulness in utilizing
various cognitive, social, emotional, physical and spiritual coping mechanisms to combat stressors while handling
learners with learning difficulties. There is a positive significant correlation between teacher’s level of knowledge,
attitude and usage of coping mechanisms to their years of experience and highest educational attainment.
Knowledge is also positively correlated to their level of attitude and usage of coping mechanisms. The stressors
encountered by the teachers in handling learners with learning difficulties in an inclusive classroom are
administrative concerns and support, parental issues and behavioral issues of learners with learning difficulties
integrated with the regular students. Hence, the teachers of Carcar City Division handling learners with learning
difficulties have observed a range of stressors that could have a tremendous effect to the teaching effectiveness.
Abstract: This article attempts to analyze the psychic wounds of the protagonists in Chitra Banerjee Divakaruni’s
The Unknown Errors of Our Lives. It also focuses on the diasporic conflicts encountered by them and traces the
stereotypic pattern of pressure, trauma and relief in a few short stories in this anthology. Divakaruni’s emotional
rendering is very powerful and it helps us to understand the stressful moments the characters come across
throughout their lives.
Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Cabigon, John Vincent Z., 2
Esquejo, Paulo Gabriel W., 3Reyes, Brevin C.,
4Mr. Buenviaje, Jefferson
Abstract: One of the most pressing challenges in 21st-century human resource management across all industries
was workplace bullying and its effects on workers and businesses. Workplace bullying has received growing
attention locally and internationally in recent years as a difficult business and management problem. Working on
a cruise ship is no exception to this human resource problem. Workplace violence, age discrimination, ethnic
discrimination, and bullying are all examples of inappropriate aggression directed at workers
Keywords: Bullying, workplace, cruise, Filipino, Workplace Bullying, Cruise Staff.
1. INTRODUCTION
Background of the Study
The staff from cruise lines and the cruise ship employment are frequently depicted as either "perfect workers in a dream
job" or "exploited workers on sweatshops. Cruise line companies and agencies typically emphasize the economic and
non- economic benefits of working aboard a cruse ship in order to attract potential workers. These popular portrayals, on
the other hand, tend to gloss over the work's social and economic complexities, as well as the wide range subjective
experiences amongst cruise seafarers. (Llanco, 2017)
One of the most pressing challenges in 21st-century human resource management across all industries was workplace
bullying and its effects on workers and businesses. Workplace bullying has received growing attention locally and
internationally in recent years as a difficult business and management problem. Working on a cruise ship is no exception
to this human resource problem. Workplace violence, age discrimination, ethnic discrimination, and bullying are all
examples of inappropriate aggression directed at workers
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Effect of Sport Injuries on the Level of Confidence and Anxiety among Athletes in Different Games
1. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (139-147), Month: January - March 2022, Available at: www.researchpublish.com
Page | 139
Research Publish Journals
Effect of Sport Injuries on the Level of
Confidence and Anxiety among Athletes in
Different Games
Duaa M. Bani-Irshid1
, Dr. Abdullah M. Bani-Rshaid2
1
Master of Sport Science, Yarmouk University, 2
Associate Professor, Faculty of Arts and Social Sciences, Abu Dhabi
University, UAE
Abstract: The purpose of this study was to identify the effect of s port injuries on the level of confidence and
anxiety among athletes in different games. Participants were (121) athletes (M-81, F-40) were selected randomly
from different sports. Descriptive data was collected through the use of a questionnaire established by the
researcher, which included personal information (age, years of experience, gender and place of living), and a
questionnaire of psychological effect of sport which consisted of (50) items, divided into four subscales.
(Confidence, Anxiety, Physical abilities). The results showed relationship between sport injuries and physical
abilities in reducing or increasing injuries among athletes, also the results showed that self-confidence and anxiety
(trait, state) did not affect in increasing or reducing in percentage of injuries among athletes, meanwhile the results
showed a significant relationship between the effect of sport injuries and (self-confidence, anxiety and physical
abilities) among athletes in different games. A significant difference between male and female in favor of female in
trait anxiety, significant differences between trait anxiety and different sports a significant differences showed
between psychological variables and effect of sport injuries (between different sports, also a significant difference
between sport injuries and physical abilities according to sport variable; between basketball players and tennis
players in favor of basketball, and a significant difference between sport injuries and trait anxiety between football
players and basketball players in favor of basketball.
Keywords: Sport Injuries; Self Confidence; Anxiety; Physical Abilities.
1. INTRODUCTION
The science of injuries (traumatology) is a fundamental science for sport trainers, players, professionals and researchers in
rehabilitative abilities of players. Smith, Scott and Wiese (2012) said that sports injuries include in addition to physical
and physiological aspects the player psychological state. Young (2002) defined sports injuries as damage or loss of the
tissues ability to move, which hinders athlete’s performance. Leddy, Lambert, and Ogles (1994) said that the
psychological aspects correlate with the athlete’s performance and level of perfection to achieve psychological and motor
collaboration, which influence the players’ behaviour in the playground. Mankad, Gordon, and Wallman (2009) consider
anxiety and self-confidence basic factors that should be explored; if they are compromised, they hinder the player’s
progress or lead to withdrawal from the competition. Leddy, Lambert, and Ogles (1994) believe that anxiety and self-
confidence are of the most important emotions that follow sports injuries, because the athlete feels incompetent or fears
future.
Psychological factors risk injuries among athletes, regardless of their physical ability and competitive sport environment.
Williams and Andersen (1998) found a correlation between the psychological factors (anxiety and stress) and athlete’s
injuries; if the athlete experience anxiety in or outside the playground, the risk of injury increases because of lack of
attention, mind wander and lack of awareness influence on performance. Brown (2005) found that anxiety increases
muscle spasm and loss of motor coordination, which in turn increases injuries exposure among athletes, injury is a
warning sign of the emotional aspects. Johnston and Carroll (1998) believe that sports injuries side effects include loss of
2. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (139-147), Month: January - March 2022, Available at: www.researchpublish.com
Page | 140
Research Publish Journals
identity (I am an athlete), role-loss (I am an important part of the team), loss of self-confidence, and loss of social support.
Al-Hajaya (2016) believes that athlete’s physical abilities are not enough to win in sport competitions, wining correlates
with physical characteristics such as self-confidence, high spirits, responsibility, ability to confront stress related to sport
activities. Matthew, Michael, and Benjamin (1994) stressed that rehabilitation requires knowledge in the psychological
methods role to help injured athletes rehab throw both physical and psychological programs.
Several studies examined the effect of sports injuries on the levels of confidence and anxiety among athletes in various
sports. For instance, Al-Zamali, Darbal, Aqobi (2018) examined the effect of sport injury on the athlete self-confidence. A
sample of 120 football players participated in the study and they all agreed that sport injuries have a negative influence on
their sportive level. Rashid and Aziz (2020) studied the relationship between sport injuries and football player’s
behaviour. The participants (62 player) in the study results revealed that sport injuries impact on the athlete behaviour is
negative and that physical injuries cause anxiety and depression among players. Leddy, Lambert, and Ogles (1994)
measured the psychological responses of injuries among 343 collegiate athletes participating in 10 types of sports. They
found that injured athletes suffered from more depression and anxiety symptoms and less self-confidence when they were
injured and after two months of follow up when they were compared with uninjured athletes. Injured athletes sometimes
suffer from severe emotional distress that entails clinical intervention. Johnston and Carroll (1998) examined the effect of
psychological difficulties on resuming participation in sport competitions after being injured. The results of 16 athletes
participating in running competitions showed that the injured athletes had weaker levels of self-confidence, fear of re-
injury, hesitant running, and exhausting weaker levels of effort. Podlog, Dimmock and Miller (2011) reviewed common
psychological stressors among rehabbed athletes and offered practical strategies to enhance rehabilitation. Evidence
proved that rehabbed athletes may encounter a set of psychological and social fears such as fear of being unable to
perform as pre-injury, disorientation, lack of sportive identification, stress of getting back to sport, and weak self-
presentation in front of competitors.
The literature review examined the effect of sport injury on the athlete psychological aspects. As far as the researchers
know local studies neglected examining the effect of sport injuries on the levels of self-confidence and anxiety in various
games. The current study is novel in the sample selection. The sample compromised injured and healthy athletes
practicing various games rather than selecting a certain game. The researchers also attempted to explore the psychological
status (anxiety and weak self-confidence) of injured athletes at the time of injury and previously injured athletes. The
study problem attempted to answer the following questions:
1. What is the effect of sport injury on athlete’s self-confidence, anxiety and physical ability in various games?
2. Is there a relationship at (α ≥ 0.05) of the effect of sport injury on athlete’s self-confidence, anxiety and physical ability
in various games?
3. Are there significant differences at (α ≥ 0.05) of the sport injury effect on athlete’s self-confidence, anxiety and
physical ability based on gender, age group, type of the game, and experience of playing various games?
2. RESEARCH OBJECTIVE
The importance of this study emerged from its topic to reveal the effect of sport injury on the levels of confidence and
anxiety among previously injured athletes or in case of being injured while playing different games. The variables tackled
(confidence and anxiety) give the study importance, rehabilitation includes physical and psychological levels of the
injured athlete so they give importance to the study. Understanding the correlation between sport injury and levels of
confidence and anxiety among injuries allow therapists and sport rehabilitation professionals to consider the
psychological variables in understanding endangered and injured athlete’s viewpoints which also adds to the importance
of the study. Many scholars cared for sport injuries and how to rehabilitate athletes for practicing sports again. The
researchers of the current study examined endangered and injured athletes’ viewpoints about sport injury effect on the
levels of confidence and anxiety.
3. METHOD
Participants: The study population composed of all male and female players representing the different games, who were
registered in Jordanian federations for 2021, according to the game for the clubs selected for the study, which started
training and playing within the conditions of the Olympic Committee due to the conditions of the Corona pandemic. The
study sample consisted of (121) male and female players representing football, basketball, swimming and tennis.
3. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (139-147), Month: January - March 2022, Available at: www.researchpublish.com
Page | 141
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4. INSTRUMENTATION
Designed based on the studies of( Hussein, Jaber, Ibrahim, & Kamil, 2017; Faqihi, & Abd al-Salam, 2018; Al-Zamali,
Darbal, & Aqobi, 2018; Rex, & Metzler, 6102; Liberal, Escudero, Cantallops, & Ponseti, 6102; Klymovych, Oderov,
Romanchuk, Korchagin, & Zolochevskyi, 2020; Sweidan, 2018). It is a ,50-item scale, the questionnaire included
personal data and the axes of the tool, the elements are divided into four dimensions: Physical abilities, Anxiety trait,
Anxiety state, Psychological confidence.
Construct Validity: Professional specialized reviewers examined the test items appropriateness to measure the study
variables.
Inventory Reliability: The test was administered on a pilot sample of (15) athletes to verify its validity, the researchers
used Cronbach - Alpha formula to calculate the internal consistency of the test, it scored an overall value of (0.85) as table
1 illustrated.
Table (1) Results of consistency stability "Cronbach's alpha" n = 15
Cronbach's alpha
Dimension
18.2
Physical abilities
18.2
Anxiety trait
18..
Anxiety state
18.0
Psychological confidence
18.0
Total
As seen in table 1 all the dimensions had high internal consistency values, scores range (0.81-0.88), and the overall
consistency score was (0.85). Split-half stability and overall stability was calculated by implementing the test on the pilot
sample, the test items were allocated into two groups (odd and even numbers), Pearson correlation coefficient between the
items was calculated to find the split half stability, then spearman brown equation is implemented to find the overall
stability of the test as table 2 illustrated.
Table (2) Results of Split-half stability and overall stability
overall stability
Split-half stability
Dimension
18.0
18.1
Physical abilities
18.0
18.6
Anxiety trait
18.0
18.0
Anxiety state
18..
18..
Psychological confidence
18.6
18.1
Total
Table 2 illustrate the split-half stability and overall stability scores were all high; physical abilities score was (0.81; 0.90),
anxiety trait score was (0.85; 0.92), anxiety state score was (0.83; 0.91), psychological confidence score was (0.79; 0.88),
and overall stability score was (0.82; 0.90), all these results refer to the suitability of the test for the purpose of the study.
5. RESULTS
To answer the first question of the study “what is the effect of sport injury on athlete’s self-confidence, anxiety and
physical ability in various games?” the researchers computed means, standard deviations and skewness coefficients, table
3 presents the highest and lowest values.
Table 3: Means, Standard deviations, Skewness highest and lowest values of the test
Dimension M. Std. Skewness Highest value Lowest value Level
Physical abilities 682.2 1801. -
18020 08.1 0861 Moderate
Anxiety trait 68620 18.20 186.. 08.. 0811 low
Anxiety state 6822. 18.22 18020 2826 081. low
Psychological confidence 682.2 18000 -
18620 08.0 0801 low
Total 682.. 1800. -
181.. 08.. 0862 low
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In table 3, we noticed that the means of sport injury effect on self-confidence, anxiety and physical abilities among the
athletes playing various games score was (0.538±2.479) and a weak rating level. The highest value score was (3.98) and
the lowest value was (1.26). Skewness values are considered within the natural range (∓3) referring to the homogeneity of
the items.
The means of sport injuries effect on the athlete’s physical abilities in different games score was (0.508 ± 2.674) and a
moderate rating value. The highest score was (3.90) and the lowest score was (1.20), skewness coefficient score was
(0.345-) and this values is considered within the natural range (∓3) referring to the homogeneity of the items.
The means of sport injuries effect on anxiety trait of athletes playing different types of games score was (0.765 ± 2.245),
and a weak rating value. The highest score was (3.88) and the lowest score was (1.00), skewness coefficient score was
(0.277-) this value is considered within the natural range (∓3) referring to the homogeneity of the items.
The means of sport injuries effect on anxiety state of athletes playing different types of games score was (0.746 ± 2.449)
the rating value was weak. The highest score was (4.42) and the lowest score was (1.08), skewness coefficient score was
(0.345-) this value is considered within the natural range (∓3) referring to the homogeneity of the items.
The means of sport injuries effect on the psychological confidence of athletes playing different types of games score was
(0.551±2.494), and the rating value was weak. The highest score was (3.85) and the lowest score was (1.30), skewness
coefficient score was (0.263-) this value is considered within the natural range (∓3) referring to the homogeneity of the
items.
To answer the second question of “Is there a relationship at (α ≥ 0.05) of the effect of sport injury on athlete’s self-
confidence, anxiety and physical ability in various games?” the study utilized the Pearson correlation coefficient to find
the correlation between the study dimensions as seen in table 4.
Table 4: Pearson correlation coefficient results between of study dimensions
Psychological
confidence
Anxiety state
Anxiety trait
Physical
abilities
Dimension
180..
*
1811
1802.
*
1811
18022
*
1811
-
Physical abilities
18.21
*
1811
18.00
*
1811
-
-
Anxiety trait
18.02
*
1811
-
-
-
Anxiety state
-
-
-
-
Psychological
confidence
* significant at (0.05)
We notice in table 4 that there is a direct significant relationship between the study dimensions (physical abilities, anxiety
state, anxiety trait, and psychological confidence), the correlation coefficients between physical abilities and anxiety trait
score was (0.366, (sign. = 0.00)), physical abilities and anxiety state the score was (0.368, (sign. = 0.00)), physical
abilities and psychological confidence the score was (0.578, (sign. =0.00)), the correlation coefficient value between
anxiety state and anxiety trait score was (0.835, (sign. = 0.00)), between anxiety trait and psychological confidence the
score was (0.740, (sign. = 0.00)), and between anxiety state and psychological confidence the score was (0.934, (sign. =
0.00)).
To answer the third question of “Are there significant differences at (α ≥ 0.05) of the sport injury effect on athlete’s self-
confidence, anxiety and physical ability based on gender, age group, type of the game, and years of experience playing the
game?” the researchers implemented a t-test for the gender variable, f-value to find the differences by using One Way
ANOVA for the rest of the variables as seen in the following tables.
Table 5: t–value test of differences based on gender difference
Dimension Gender No. M. Std. t-value Sign.
Physical
abilities
Males 81 2.695 0.528
18202 18062
Females 40 2.633 0.467
Anxiety trait Males 81 2.347 0.743 68062
* 18102
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Females 40 2.038 0.776
Anxiety state
Males 81 2.528 0.679
08220 181..
Females 40 2.29 0.852
Psychological
confidence
Males 81 2.544 0.536
08262 18002
Females 40 2.393 0.574
Total
Males 81 2.539 0.524
08.22 181.2
Females 40 2.359 0.553
* Significant (α≤0.05)
As seen in table 5 sport injuries effect on the psychological variable attributed to gender was not significant at (α≤0.05),
sport injuries effect on the anxiety trait between males and females was significant, t-value score was (2.126, (sign. =
0.036)) in favor of females. But sport injuries effect on the anxiety state, physical abilities and psychological confidence
at (α≤0.05) attributed to gender was not significant. Table 6. One Way ANOVA test of differences based on athlete age.
Table 6: One Way ANOVA test of differences based on athlete age
Dimension Age No. M. Std. f-value Sign.
Physical abilities
Less than 20ys 00 2.582 0.535
2.901 .0591
20-29ys 01 2.678 0.472
30ys and more 61 2.9 0.475
Anxiety trait
Less than 20ys 00 2.174 0.781
.8041 .4501
20-29ys 01 2.35 0.78
30ys and more 61 2.163 0.685
Anxiety state
Less than 20ys 00 2.454 0.81
.3141 .7311
20-29ys 01 2.49 0.726
30ys and more 61 2.333 0.64
Psychological
confidence
Less than 20ys 00 2.452 0.577
.3681 .6931
20-29ys 01 2.504 0.526
30ys and more 61 2.575 0.566
Total
Less than 20ys 00 2.434 0.568
.3091 .7351
20-29ys 01 2.511 0.516
30ys and more 61 2.516 0.531
* Significant (α≤0.05)
As observed in table 6 no significant differences at (α≤0.05) in sports injuries effect on the psychological variables
attributed to different age groups are found, other variables differences attributed to age groups were not significant as
well.
Table 7: One Way ANOVA test of the years of experience playing the game
Dimension Age No. M. Std. f-value Sign.
Physical abilities
(1-5) years 43 2.707 .3760
.4060 .6670
(6-9) years 40 2.615 .5550
10 years and more 38 2.700 .5870
Anxiety trait
(1-5) years 43 2.273 .7860
.1840 .8320
(6-9) years 40 2.184 .7460
10 years and more 38 2.276 .7780
Anxiety state
(1-5) years 43 2.510 .7960
.4950 .6110
(6-9) years 40 2.354 .7100
10 years and more 38 2.480 .7340
Psychological
confidence
(1-5) years 43 2.523 .5540
.1620 .8510
(6-9) years 40 2.455 .5810
10 years and more 38 2.501 .5290
Total
(1-5) years 43 2.517 .5290
.3760 .6880
(6-9) years 40 2.420 .5500
10 years and more 38 2.500 .5440
As table 7 illustrate differences of sport injuries effect on the psychological variables at (α≤0.05) attributed to the years of
experience playing the game was not significant.
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Table 8: One Way ANOVA test of differences based on the type of the game
Dimension Type of the game No. M. Std. f-value Sign.
Physical abilities
Football 49 2.714 .5330
4.444* .0050
Basketball 28 2.900 .4240
Tennis 23 2.439 .5220
Swimming 21 2.538 .4040
Anxiety trait
Football 49 2.056 .7970
2.861* .0400
Basketball 28 2.518 .5740
Tennis 23 2.419 .8380
Swimming 21 2.131 .7260
Anxiety state
Football 49 2.390 .8610
1.002 .3940
Basketball 28 2.580 .5420
Tennis 23 2.576 .7240
Swimming 21 2.274 .7090
Psychological confidence
Football 49 2.420 .5850
1.067 .3660
Basketball 28 2.645 .4730
Tennis 23 2.515 .5150
Swimming 21 2.441 .6010
Total
Football 49 2.414 .5820
1.620 .1890
Basketball 28 2.660 .4140
Tennis 23 2.499 .5450
Swimming 21 2.371 .5440
* Significant (α≤0.05)
As seen in table 8 there were no significant differences at (α≤0.05) of the sport injuries on the psychological variables
attributed to the type of the game. But the type of the game played had significant differences at (α≤0.05) in physical
abilities, f-value score was (4.444, (sign. =0.005)), anxiety trait was influenced by the type of the game; f-value score was
(2.861, (sign. = 0.04)). While differences at (α≤0.05) in anxiety state and psychological confidence attributed to the type
of the game were not significant.
To find the differences attributed to the types of the game in the physical abilities and anxiety trait variables the
researchers conducted a Scheffé test as table 9 illustrates.
Table (9) Scheffe test on the effect of sports injuries on physical abilities according to the game variable
Swimming
Tennis
Basketball
Football
game
Dimension
1.176
180.1
1.275
180..
1.186
18220
-
Football
Physical abilities
1.362
181.0
1.461*
18100
-
-
Basketball
1.099
1802.
-
-
-
Tennis
-
-
-
-
Swimming
* significant at (0.05)
As table 9 showed significant differences at (α≤0.05) of sport injuries effect on the physical abilities attributed to the type
of the game, the differences are apparent between basketball players and tennis players the score was (0.461, (sign.
=0.013)) in favor of the basketball players.
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Table (10) Scheffe test on the effect of sports injuries on the trait of anxiety according to the game variable
Swimming
Tennis
Basketball
Football
game
Dimension
1.075
18..2
1.362
18012
1.462*
1811.
-
Football
Anxiety trait
1.387
18022
1.099
18..2
-
-
Basketball
1.288
18662
-
-
-
Tennis
-
-
-
-
Swimming
* significant at (0.05)
Table 10 showed significant differences at (α≤0.05) of sport injuries effect on anxiety trait attributed to the type of the
game, the differences were apparent between football and basketball, the difference score was (0.462, (sign. = 0.008)) in
favor of playing basketball.
6. DISCUSSION
Physical abilities have an effect in increasing or reducing injury rates, anxiety trait and anxiety state did have an effect in
increasing or reducing injury rates, and the most influential domain was physical abilities.
Results revealed that inappropriate physical abilities may cause injury, while having appropriate physical abilities
supports athletes to face fears of going back to sport after being injured, and coping with difficulties. Results also showed
that practicing wrong skills may lead to injury. Athlete persistence to practice proper training increases self-confidence for
physical competitions, this is attributed to the fact that athletes of high physical abilities after being injured are able to
return to practicing their games immediately, good physical abilities reduces sudden exposure to injury.
Results showed that feeling of confusion before the start of the competition leads to a state of anxiety which in turn
influence his competitive ability level. Athlete lack of calmness affects his physical ability; this is attributed to fear of
possible injury during training or competition, which leads to withdrawal from competition or low opportunity to achieve
advanced positions in the game.
The participant’s responses showed that the effect of sports injuries on the state of anxiety was low, and that athletes are
stressed the moment they think of being injured, an athlete either accepts or rejects his possible injury that might end his
participation in the competition or sometimes permanently stops him from playing. Fear emerges when the athlete thinks
of clashing with the rest of the team while playing which may lead to injury.
Sports injuries effect on confidence was weak. When athletes feel anxious they tend to control themselves more in the
competition. The level of anxiety leads to a state of control to reach the desired level in the competition. Athlete’s
performance is not the same after injury; they need time to regain their psychological state. Fear of possible injury causes
passivity in the competition, because the athlete finds it difficult to convince himself that he has recovered from his injury.
Results revealed that if the athlete is convinced that nothing will hurt him, his performance will be better and can maintain
good performance in all competitions.
A direct relationship is found between physical abilities, anxiety state, anxiety trait, and psychological confidence. This
indicates that higher physical ability levels reduce the level of anxiety and increase self-confidence; this may be explained
by the effect of physical ability on the psychological state and anxiety state. Athletes returning to their games after
rehabilitation may face a set of psychological and social concerns such as inability to perform as their standards were
before injury, emotions of isolation, loss of athlete identity, insufficient social support, and stress of return to play.
The correlation between sport injury effect and psychological confidence, anxiety, and physical abilities attributed to
gender, age, and type of the game and years of experience playing the game is discussed next. Differences were found
between males and females in favor of females in anxiety trait, but physical abilities, psychological confidence, and
anxiety state differences attributed to gender were not found. Females reported higher degrees of anxiety and focus
distortion compared with males. Differences between rehabbed athletes were not found. Anxiety was not influenced by
different age groups. Differences attributed to the years of experience playing the game were not found also that is to say
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anxiety was not influenced by the experience in playing. Sport injuries effect attributed to different types of games were
not found. However, physical abilities effect was different in the type of the game played because each game requires
certain physical abilities, and if an athlete lacks it the state of anxiety increases and self-confidence decreases.
Sport injuries had an effect on athletes’ physical abilities based on the type of the game. Differences were found between
basketball and tennis in favor of basketball because the game is a team game and clashes with the team members while
playing leads to higher injury rates.
7. CONCLUSION
Stronger physical abilities reduce sport injuries, and speeds rehabilitation. Self-confidence and anxiety have a passive
psychological effect on athlete’s reaction to rehabilitation. Sport injuries influence the psychological and physical state of
the athlete.
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